Main Article Content

Abstract

In an increasingly interconnected world, proficiency in foreign languages is vital for military personnel engaged in multinational operations. This study examines the foreign language training priorities for Kazakhstan’s military, considering the nation’s geopolitical alignments, international collaborations, and operational needs. With Russian already widely spoken, the research identifies English, Arabic, Mandarin, and French as critical languages for enhancing military effectiveness. A mixed-methods approach, incorporating surveys of 55 Kazakh military personnel, was used to evaluate linguistic requirements in key areas such as regional security dynamics, joint operations, equipment use, and peacekeeping deployments. The findings underscore the strategic importance of English as the primary language for global military communication, followed by Arabic for Middle Eastern operations and French for peacekeeping in Francophone regions. Mandarin is noted for its relevance in Chinese collaborations and equipment management. Recommendations include tailored training programs emphasizing English proficiency, targeted instruction in Arabic and French, and strategic resource allocation. While the study provides actionable insights, limitations such as sample size and subjective responses highlight the need for broader research. This work contributes to optimizing language training for Kazakhstan’s military, enabling effective participation in international missions and collaborations.

Keywords

Foreign language operational efficiency Kazakhstan Military Language training linguistic requirements effective military operations

Article Details

Author Biography

Margarita Kuptikbayeva, Language Department, National Defence University, Kazakhstan

Associate Professor, National Defence University, Kazakhstan

How to Cite
Walia, S. S., & Kuptikbayeva, M. (2025). Optimizing Foreign Language Training for Kazakhstan Military Personnel to Improve Operational Efficiency. International Journal of Second and Foreign Language Education, 4(1), 1–35. https://doi.org/10.33422/ijsfle.v4i1.903